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Articles 1 - 28 of 28
Full-Text Articles in Education
Microcredentials To Promote Stem Professional Learning, Angela Rowley
Microcredentials To Promote Stem Professional Learning, Angela Rowley
Publications & Research
No abstract provided.
Imsa Core Competencies: Micro-Credentials For Teacher Development, Angela Rowley
Imsa Core Competencies: Micro-Credentials For Teacher Development, Angela Rowley
Publications & Research
The Illinois Mathematics and Science Academy has created a system of micro-credentials for K-12 teachers to promote best practices in STEM education and to promote IMSA’s core competencies of inquiry-based, problem-centered, competency-driven, and Integrated STEM teaching and learning. In this session, these competencies will be demonstrated as effective pedagogy to differentiate for more advanced learners within the same classroom as other students or can be used independently with groups of gifted students to promote deep thinking and provide challenge.
Content Validity Of A Mathematics Placement Test For A Gifted High School, Hannah R. Anderson
Content Validity Of A Mathematics Placement Test For A Gifted High School, Hannah R. Anderson
Publications & Research
The Content Validity of a mathematics placement test at a Science, Technology, Engineering, and Mathematics (STEM) gifted residential high school is examined. Data were collected from internal and external mathematics subject matter experts (SMEs) using a card- sorting task and were analyzed using Multidimensional Scaling (MDS) and Hierarchical Cluster Analysis (HCA). Results demonstrate some congruence between the two configurations, suggesting marginal evidence of Content Validity.
Context Is Critical: K-5th Grade Three-Act Math Tasks, Lindsey Herlehy
Context Is Critical: K-5th Grade Three-Act Math Tasks, Lindsey Herlehy
Publications & Research
Mathematicians view mathematics within interesting and natural contexts. In this session, participants will engage and explore Three-Act Math Tasks; a story-telling pedagogical strategy that elicits student curiosity, collaboration, and questioning while redefining the term “real-world context” and the role that students play in the learning process. Resources will be provided
Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur
Social Justice For Gifted Populations: The Intersectionality Of Diversity, Equity And Inclusion, Adrienne Coleman, Sowmya Anjur
Publications & Research
Through a model of inquiry and collaborative learning, participants will learn about the structural and institutional features of oppression faced by gifted students. Participants will develop meaningful ways to apply their new awareness and knowledge at both the individual and institutional levels, creating a diversity plan including a diverse curriculum. The ultimate goal is to provide professionals with the tools and resources to ensure equity and promote an environment that is both diverse and inclusive.
The Racial Identity Conflict: Diverse Perspectives On The Minimization Of The Stem Education Gap That Impacts Gifted And Talented Black Male Students!, Adrienne Coleman
The Racial Identity Conflict: Diverse Perspectives On The Minimization Of The Stem Education Gap That Impacts Gifted And Talented Black Male Students!, Adrienne Coleman
Publications & Research
Research suggests that a cognitive gap begins as early as nine months of age in Black males, widens by two years of age, and by fifth grade cognition lags by nearly two full years (ETS, 2011). This gap is a result of multiple facets: “Children are suffering from a toxic cocktail of poverty, illiteracy, racial discrimination and massive incarceration that sentences poor boys to dead-end hopeless lives” (ETS, 2011, p. 2). The outcome is the Black male being inadequately educated and academically behind other subcultures of the population. Lack of family support, poor school systems with inadequate resources, peer pressure, …
Engineering Education For High-Ability Students, Branson Lawrence, Diane Hinterlong, Laurie S. Sutherland
Engineering Education For High-Ability Students, Branson Lawrence, Diane Hinterlong, Laurie S. Sutherland
Publications & Research
Over the course of their careers, engineers command a breadth and depth of knowledge from science, mathematics, society, politics, and economics that is needed for continuously updating their knowledge of the latest discoveries and advances. Driven by curiosity and enabled by rapid information technology, engineers are kept abreast of the latest advancements almost instantaneously. Today’s scientific knowledge is fluid and complex, yet these traits of engineering remain constant: the ability to define structure, plan, repeatedly evaluate, and align results to the initial objective. Engineering teachers need to facilitate their students’ ability to access information effectively and to apply it appropriately, …
Technology Education For High-Ability Students, Carl Heine, James Gerry, Laurie S. Sutherland
Technology Education For High-Ability Students, Carl Heine, James Gerry, Laurie S. Sutherland
Publications & Research
Technologically adept teens not only consume technology voraciously; they create it. Gifted and talented students are attracted to technology for its capacity to transform learners from “receptacles of knowledge to active producers who direct their own learning” (Siegle, n.d.). Beyond the capacity to produce or innovate with technology is the opportunity to conceive and produce innovative technologies, a distinct type of tech giftedness (Siegle, n.d.) and the focus of the present chapter.
Technologically skilled teens have been doing this for some time, typically unassisted. It’s not hard to locate the connections between Facebook, Google, and YouTube and their gifted creators. …
Field Trip Partnerships: Student-To-Student Mentoring, Aziza Darwish, Robyn Lee-Diaz
Field Trip Partnerships: Student-To-Student Mentoring, Aziza Darwish, Robyn Lee-Diaz
Publications & Research
Children running wild enjoying a day of freedom, exhausted chaperones, budget-conscious, hand-wringing administrators back at school -- all of these conjure troubling images for educators about field trips. These are far from the enjoyable, state-of-the-art, educational experiences that field trips could be for today's teachers and students.
For several years, the Illinois Mathematics and Science Academy® (IMSA) has had longstanding partnerships with school districts throughout the state which have involved designing STEM field trip experiences that serve middle school educators and students. These field trips to the Academy are led by IMSA high school students who are enrolled in the …
An Exploration Of The Factors That Motivate Gifted And Talented Black Males To Engage In Science, Technology, Engineering And Mathematics In A Gifted, Residential Community, Adrienne L. Coleman
An Exploration Of The Factors That Motivate Gifted And Talented Black Males To Engage In Science, Technology, Engineering And Mathematics In A Gifted, Residential Community, Adrienne L. Coleman
Publications & Research
This study was an exploration of the factors that motivated gifted and talented Black males to engage in science, technology, engineering and mathematics (STEM). The specific problem addressed was the lack of motivation among Black males to become gifted and talented learners engaged in STEM. Thus, the purpose of this study was to examine the factors that motivate gifted and talented Black males to engage in STEM at the Illinois Mathematics and Science Academy (IMSA), a residential academy for gifted/talented students. Qualitative methodology was used to interview focus groups of 20 gifted and talented Black males who currently attended IMSA …
Increasing Interest Of Young Women In Engineering, Diane Hinterlong, Branson Lawrence, Purva Devol
Increasing Interest Of Young Women In Engineering, Diane Hinterlong, Branson Lawrence, Purva Devol
Publications & Research
The internationally recognized Illinois Mathematics and Science Academy (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students in grades 10 through 12 in its advanced, residential college preparatory program. IMSA also serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships.
The Value Of Creating An Innovation Talent Pipeline, Britta Mckenna
The Value Of Creating An Innovation Talent Pipeline, Britta Mckenna
Publications & Research
Investing in the innovation pipeline today translates to Illinois business tomorrow. Somewhere between the rise of “STEM” and “staying globally competitive” in a time after Millennials is Generation Z. Gen Z digital natives are now making their way to and through primary and secondary education and we need to be ready to nurture the emerging talents of these and other future innovators. This is particularly important in Illinois where developing – and retaining – top talent will be a key driver of the state’s knowledge-based economy. There is hard work ahead reimagining what education should look like to support this …
The Imsa© Promise: Diverse Perspectives Do Enrich Understanding!, Barb J. Miller, Adrienne Coleman
The Imsa© Promise: Diverse Perspectives Do Enrich Understanding!, Barb J. Miller, Adrienne Coleman
Publications & Research
For years we have grappled with the effects of the Achievement Gap, which has been defined by: (a) the National Assessment of Educational Progress (2011) as the “observed, persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender; (b) The National Education Association (2013) as differences between the scores of students with different backgrounds (ethnic, racial, gender, disability, and income) are evident on large-scale standardized tests, adding that test score gaps often lead to longer-term gaps, including high school and college completion and the kinds of jobs students …
The Imsa© Promise: Igniting And Nurturing Diverse Stem Talent, Adrienne Coleman, Barb J. Miller
The Imsa© Promise: Igniting And Nurturing Diverse Stem Talent, Adrienne Coleman, Barb J. Miller
Publications & Research
“Your PROMISE Program has been the life-line to extend and enhance the knowledge base for these students…by providing them with the time to develop seemingly outlandish ideas or tease their brains with the “what if” possibilities…you are making such a huge difference in the lives of these inner city youth who, otherwise, would not be privy to this level of academic exposure until much later on in their academic pursuits” (McNeal, 2013).
What educator writes such impassioned comments about an enrichment program designed to ignite and nurture talented underrepresented and underserved students?
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Publications & Research
The Illinois Mathematics and Science Academy (IMSA), as a self-described "teaching and learning laboratory for imagination and inquiry," has a history of pursuing innovations closely aligned with the vision and framework of the National Science Education Standards. Innovations include both methods and materials for inquiry-based student instruction as well as for delivering professional development for pre-service and practicing teachers. Instructional innovations described include yearlong student inquiry and research projects (SIR), self-paced physics instruction, student-driven energy and engineering projects, instruction in innovation and entrepreneurialism, and a host of student-led outreach activities to "ignite and nurture creative, ethical, scientific minds of students …
Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall
Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall
Publications & Research
Wise world-shaping and problem-solving requires that we and our children think in decidedly different, integral and wise ways. This transformation requires a fundamental shift in consciousness and the emergence of global minds that can creatively live into a new worldview of an interconnected planet and a sustainable and interdependent human family. "The fullness of our humanity and the sustainability of our planet rest with the nurturing of decidedly different minds."
Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal
Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal
Publications & Research
The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Re-Imagining Specialized Stem Academies: Igniting And Nurturing ‘Decidedly Different Minds,’ By Design, Stephanie Pace Marshall
Publications & Research
This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture decidedly different STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage actively in the authentic work, modes of inquiry, and practices that distinguish four STEM learning cultures, environments, and communities: (a) Inquiry and Research Laboratory and Interdisciplinary Learning Center—develops disciplinary, interdisciplinary, and inquiry-based thinking; (b) Innovation Incubator and Design Studio—ignites innovative and design-based thinking; (c) Global Leadership and Social Entrepreneurship Institute—nurtures change leadership and systems-based thinking; …
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Publications & Research
The future well-being, prosperity and sustainability of our nation, the global community and our planet resides in igniting and nurturing decidedly different STEM minds that can advance both the new STEM frontier and the human future.
Assessing High School Gifted Student Progress In Science Through Misconceptions And Mosart, Christopher G. Kolar, Evelyn Ho-Wisniewski
Assessing High School Gifted Student Progress In Science Through Misconceptions And Mosart, Christopher G. Kolar, Evelyn Ho-Wisniewski
Publications & Research
This paper reports how 188 high school students identified as gifted in science were assessed with the Misconceptions-Oriented Standards-Based Assessment Resource for Teachers (MOSART). Students enrolled in a year-long science-centered curriculum where this instrument appeared to be a means of identifying standards-aligned progress, avoiding ceiling effects and reliance on content mastery. This paper discusses two questions: 1. Is the MOSART a valid measure of conceptual understanding in gifted students? and 2. Can the MOSART be used with this population to measure growth in understanding? We present results from the physics and chemistry tests, and consider results from the earth science …
Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall
Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall
Publications & Research
Regrettably, most American students experience STEM learning as an exclusive, individual, theoretical and “formulaic” enterprise. By decoupling STEM education from the human experience, we have distorted the essential nature of the scientific enterprise and advanced instrumentalist and utilitarian rationales for pursuing STEM careers—global economic superiority and technological competition.
“Foreward.” Programs And Services For Gifted Secondary Students: A Guide To Recommended Practices., Stephanie Pace Marshall
“Foreward.” Programs And Services For Gifted Secondary Students: A Guide To Recommended Practices., Stephanie Pace Marshall
Publications & Research
The case is made that differentiated education for gifted students is essential to their development. Our national policy toward gifted students cannot be "make it on your own." Talent must be ignited, nurtured and sustained by design through wise, knowledge-based policies and innovative best practices.
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Publications & Research
As the field of gifted education shifts much of its focus to domain-specific talent development, specialized science high schools are taking their place on the stage. Back in 1981,Bloom and Sosniak argued persuasively that talent development cannot take place exclusively in schools. They stressed that schools were not prepared to offer the required levels of expert teaching, time, and effort. Yet, specialized science high schools, by design, are staffed with teachers with advanced degrees, offer relatively flexible schedules, interested peers,reasonable access to appropriate technology, and connections with research institutions to provide apprenticeships for the most motivated and interested students.
Beyond Competition--Innovation For A Sustainable Future, Stephanie Pace Marshall
Beyond Competition--Innovation For A Sustainable Future, Stephanie Pace Marshall
Publications & Research
Dr. Marshall outlines her belief that the current context and conditions of schooling are far too constrained, prescribed and risk-averse for our children’s imagination, and as a result, actually mitigate against innovative thinking and creative and collaborative problem-solving. Authentic learning is a live encounter. She feels that we cannot mandate, punish or test our children into greatness and provides recommendations for educational transformation--not reform--to design the educational experiences needed by today's children.
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Publications & Research
In her keynote address at the 2008 NCSSSMST Professional Conference, Dr. Stephanie Pace Marshall addresses what work can be done with the collective resources of its Consortium members which beg to be shared and connected--and also explores what the source of "...our Blessed Unrest that will give us the courage to become unreasonable advocates for our children and for STEM transformation?"
Thailand Ties, Raymond J. Dagenais
Thailand Ties, Raymond J. Dagenais
Publications & Research
One of the resolutions I witnessed moving forward at the Summer 2006 National Congress on Science Education in Toronto, Canada involved expanding our learning through international collaborations. The Congress encouraged National Science Teacher Association affiliates to make an effort to connect with educators in other countries in order to both learn and share ideas and issues facing the science education community. With the already large numbers of students from other cultures in many school systems in the United States and the increasing quality of students coming out of science programs in other countries, it has become imperative that we better …
The Development Of Professional Expertise Through Reflection In The Principalship, Eric Mclaren
The Development Of Professional Expertise Through Reflection In The Principalship, Eric Mclaren
Publications & Research
The study of principals as learners is important because the landscape of public education is changing. Schools are becoming more diverse and the demands on schools more varied and complex. The role of the principal is increasingly ambiguous, complex, and varied. Principals must adapt and develop'their professional practice. Effective principals learn from experience to meet the shifting expectations of the role and the needs of the school.
Multiple learning experiences help principals become more proficient in their jobs. Initial certification, induction into the role, continuing professional education, and learning from experiences are means to the development of expertise. This study …
Creating Conditions For Developing And Nurturing Talent: The Work Of School Leaders, Stephanie Pace Marshall, Martin Ramirez, Kathy Plinske, Catherine C. Veal
Creating Conditions For Developing And Nurturing Talent: The Work Of School Leaders, Stephanie Pace Marshall, Martin Ramirez, Kathy Plinske, Catherine C. Veal
Publications & Research
In 1993, two decades after the 1972 U.S. Office of Education Report on the status of gifted and talented programs (the Marland Report), U. S. Secretary of Education Richard Riley issued a report stating that gifted education is essential to our nation’s future and documenting the “quiet risk” faced by gifted children and gifted education programs in the United States.